Practically oriented lessons for pupils in specialized chemistry-biology classes on the study of the aquatic environment using analytical chemistry methods

Abstract

The aim of the research is to justify the need to incorporate elements of analytical chemistry of the aquatic environment into the process of conducting practically oriented chemistry lessons in specialized chemistry-biology classes in grades 10-11 of secondary schools. The paper shows how simple methods of water environment research can engage pupils in carrying out individual projects on water quality research from various sources, prepare high school students for the study of analytical chemistry and for choosing a future profession. Independent chemical experiments set up by pupils in the laboratory increase the level of their cognitive interest in the study of the subject. The scientific novelty of the research lies in the fact that, for the first time, based on guiding documents and state standards for water analysis, methodologies for conducting practical chemistry work have been defined, which do not require special equipment or materials and are correlated with the content of the federal educational program specifically for pupils in specialized chemistry-biology classes in grades 10-11. As a result of the study, it was found that the inclusion of “university” chemistry methods (gravimetry and titrimetry, building calibration graphs, working in small groups on analytical equipment, keeping a laboratory journal, preparing research protocols, identifying computational errors) increases the level of pupils’ cognitive interest and stimulates their engagement in scientific research and further study at a university.